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NEEDS ANALYSIS LITERATURE REVIEW 2
Introduction
This paper was submitted as a part of requirements for E634 English for Specific
Purposes course. The literature review was written prior to a needs analysis that was conducted
on the Natural Resources, Recreation, and Tourism 320 course (NRRT 320), within the Master
of Tourism Management (MTM) Pathway program at INTO CSU (the Intensive English
program at Colorado State University). This literature review focuses on researching some of the
approaches to conducting needs analyses for English language learners (ELLs). This research has
helped my colleagues and I choose approaches to conducting our needs analysis on the MTM
modules addressing the specific needs identified for English learners in the MTM pathways
program based on the results of our need analysis. The supplemental materials development
report can be found under the Instruction domain in my portfolio. This paper concludes with a
Literature Review
Needs analyses are not only beneficial to creating effective ESP courses, they are a
necessity, as discussed by Johns and Price-Machado (2000). Needs analyses are viewed as an
integral part of the development of ESP courses, as well as a valuable tool to be utilized as an
ongoing process to assess student progress. Over time, needs analyses have grown in complexity.
While target language use was the primary focus in earlier needs analyses, they have evolved to
include other analyses such as discourse analysis and learner factor analysis (Basturkmen, 2010).
The target situation, present situation, learner factor, and discourse factor analysis were all
analyses that the analysts described in detail as it relates to the needs analysis report of NRRT
320.
NEEDS ANALYSIS LITERATURE REVIEW 3
Nation & Macalister (2010) describes needs analyses as revolving around two major
components: target needs and learning needs. While target needs focus on what the student needs
to be able to achieve in the target situation, learning needs refer to what the student must do to be
able to learn. These needs can be further subdivided into needs, lacks, and wants. What does the
student need to know in order to be successful in the course? What knowledge or information are
students lacking when they enter the course? What do students want to get out of the course?
These are all questions that should be asked to address these three components. In order to
answer these questions, various types of information must be gathered and analyzed. Conducting
observations, interviews, corpus analysis, and formal and informal assessments are just a few
While the goal of a needs analysis is ultimately intended to address the needs of the
target population, it is important to note that needs analyses are not always completely objective
in their goals. Benesch (2001) explains that they are often used by institutions to get students to
follow well-known communicative practices, which is why there has been criticism that needs
analyses encourage the notion that needs analyses value language training over language
Nation & Macalister (2010) also discusses the importance of evaluating whether or not a
needs analysis is reliable and practical. In order for a needs analysis to be reliable, data must be
collected from several different sources. Moreover, methods of collecting data must be
systematic. That is, for example, during one-on-one interviews with current students, analysts
should use checklists and be sure to ask the same questions to every student in order to ensure
consistency. With regard to practicality, Nation & Macalister (2010) considers how it may be
worth creating a method for ranking the types of data being gathered in order to guarantee that
NEEDS ANALYSIS LITERATURE REVIEW 4
the most important information has the time and resources required to be collected. Nation warns
against falling into the trap of collecting data simply because it is convenient. Every piece of data
gathered during the needs analysis process should have a clear purpose.
utilizing multiple sources and methods of data collection in a needs analysis, as well as
needs. Triangulation, a more current and encompassing approach to needs analysis, is a process
involving systematic comparison between multiple sources that can aid in eliminating
institutional or other outsider bias from the analysis (Jasso-Aguilar, 2005). Similarly, Maxwell
and setting by using a variety of methods (p. 93). Triangulation was used by Jasso-Aguilar in
his study of Waikiki hotel maids where he cross-analyzed data between three distinct sources:
workers, guests, and administrators. In another study, Hudspath-Niemi (2008) examined the
triangulation. In order for Hudspath-Niemi to enhance the reliability of her needs analysis, she
used triangulation to cross-analyze her three major data collection sources, which included
teacher focus groups, administrator interviews, and document analysis (Hudspath-Niemi, 2008).
This approach to conducting a needs analysis is appealing, in part, because it allows for a
broader view and multiple perspectives of the issue (Hudspath-Niemi, 2008, p. 60).
Summary
Currently, there are no published needs analyses conducted that apply to the specific
domain of Tourism Management. Therefore, the analyses conducted in our needs analysis stand
NEEDS ANALYSIS LITERATURE REVIEW 5
alone and are not meant to expand upon results of previous studies. The results gathered from the
needs analysis were used solely for the purpose of addressing the specific needs of future
My colleagues and I conducted the needs analysis during the spring semester of 2016.
The types of needs examined are closely related to the goals of needs analysis. Generally
speaking, target situation analysis and learner factor analysis help with indicating indispensable
tasks and skills in the course for students to master for the sake of academic success.
Furthermore, learner factor analysis and present situation analysis help with locating gaps
students have regarding NRRT 320 in terms of language skills and content specifically. Corpus-
based analysis serves as a supplemental tool to stress crucial vocabulary required to be known
and understood in NRRT 320. All of those stated above contribute to achieving the ultimate goal
of need analysis to create supplemental materials for students in NRRT 320, which provides
students with what they should already know going into the course, such as fundamental topical
knowledge and vocabulary that appears most frequently in the tourism management domain.
They also benefit students in self study, helping them with comprehension of course content and
tasks.
The quality of data can influence the result of need analysis dramatically. Several data
collection techniques were employed by the analysts in order to gather information effectively
and efficiently. The main methods used in the need analysis are listed in the Table 1 below,
Table 1
NEEDS ANALYSIS LITERATURE REVIEW 6
Methods Considerations
(Language class at INTO AEP 152 ability and skills to complete most common class tasks,
and content class NRRT 320) students performance and lacks from the objective
perspective.
administrators etc.)
Analysis of classroom assessments Identifying most challenging tasks with clear criteria;
guidelines and students submitted complete in the assignments and tasks; judging required
and graded class works, etc.) skills in the tasks based on the class objectives;
NEEDS ANALYSIS LITERATURE REVIEW 7
References
Benesch, S. (2001). Critical English for academic purposes: Theory, politics and practice. New
Hudspath-Niemi, H. (2008). Historical case analysis of ESL staff development for mainstream
content area teachers in a pennsylvania school district (Order No. 3315393). Available
from Education Database; ProQuest Dissertations & Theses Global: Social Sciences.
com.ezproxy2.library.colostate.edu/docview/304405034?accountid=10223
perspective in a case study of Waikiki hotel maids. Cambridge: Cambridge University Press.
Johns, A. M., & Price-Machado, D. (2001). English for specific purposes: Tailoring courses to
language, 3, 43-54.
Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks,
CA: Sage.
Nation, I. S., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.
Widdowson, H.G. (1983). Learning purpose and language use. Oxford: Oxford University
Press.